Characteristics of Capstone Experience Types in U.S. Undergraduate Education: A Case Study of Stanford University

Abstract

 This study examines the characteristics of capstone experience types at Stanford University, focusing on two research questions: Why did the university make capstone requirements mandatory for students entering Fall 2021 with diverse methods, and what types of capstone experiences were established across different majors? Analysis of the university bulletin and reform reports revealed five types of capstone experience: arts project or performance, senior paper or project, honors thesis, capstone seminar, and capstone project, which can be categorized along two dimensions: course format (independent study based on individual research advising and seminars and projects through capstone courses) and level (standard and honors). Stanford's adoption of multiple capstone types was driven by two factors: the need to accommodate different disciplinary characteristics and student needs, and the importance of maintaining the academic standards of honors programs. While capstone seminar/ project courses emerged as the predominant type across majors, many maintained independent study options through honors programs. These findings demonstrate how capstone types are closely connected with the purposes of undergraduate education and the principles of curriculum design in U.S. higher education, thereby providing implications for Japanese universities in reconsidering the delivery of graduation research.